Click on the above file link to view the original Word version of the Lamar EDLD 5370 Week 3 Assignment Document for Allen David Bordelon ET8012 Cohort 5 as submitted on October 24, 2010.
Week 3 Assignment 3.1 - Click here to view my blog posting on the Week 3 Videoconference.
Week 3 Assignment 3.2 - Click here to view my Comprehensive Exam Week 3 Assignment wiki page.
Week 3 Assignment 3.3.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.3 document.
Reflections on Embedded Assignments for EDLD 5368 Instructional Design
EDLD 5368 Instructional Design was a class I had been anticipating; learning more about how to design instruction enables me to better support instruction in my District as the Director of Technology. I gained practical, hands-on experience with Schoology, a Learning Management System (LMS), and came to understand the importance of Backwards Design (BD) concepts in which you design instruction with assessment in mind. The knowledge and experience I gained with developing performance-based assessment including problem-solving scenarios, learner-centered, project-based lessons and electronic portfolio (eportfolio) based assignments will prove invaluable to my future as an instructional leader.
I had never designed a curriculum plan, so the coursework in EDLD 5368 helped me to meet ISTE Technology Facilitator (TF) Standard III as I designed and disseminated a curriculum plan including methods and strategies for applying technology to maximize learning. This hands-on experience will be invaluable to future school improvement efforts, as Williamson and Redish (2009) state that “In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school” (p.57). My new learning challenged my previous knowledge; by nature, I would have designed the instruction first and then designed an assessment, but BD concepts helped me to understand that only by designing the assessment first can I be sure that I am covering all the essential elements of a concept.
My learning in this course helped me practice methods to meet ISTE Standard TF-IV as I used technology to develop an effective strategy for assessing and evaluating student achievement in the online course I developed. Williamson and Redish (2009) remind us of the importance of this standard because “In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation…” (p. 77). This affected my performance during my field-based activities as I placed extra emphasis on implementing tools such as TEA’s eportfolio-based Project Share that can help my teachers focus on developing performance-based assessment.
My approach, and the strategies I used while completing the assignment, were to produce a Schoology lesson that I felt was of sufficient rigor, quality and scope that I could use it as an introduction to LMS and BD concepts for my teachers. I believe, based on feedback received from my colleagues, that I succeeded in producing a lesson that can help teachers learn about the benefits of eportfolios and project-based learning and assessment. As a learner, I discovered that my approach of producing a “real” project, ready for use in my District, led me to take the project more seriously and spend more time on the details, so I followed this approach during subsequent classes with excellent results.
This course assisted me in mastering Standard TF-V as I designed, developed and evaluated the model products I created using Web 2.0 tools and technology resources during the assignment. My interaction with colleagues through the discussion board and web conferences really helped me identify and utilize the best types of assessments and best approaches for instructing and assessing learners with diverse needs and learning styles. This experience will prove essential as I continue to model these tools and techniques for my teachers, improving their professional practice. Williamson and Redish (2009) highlight the importance of Standard TF-V as they note that “Helping others to use technology to enhance productivity and professional practice establishes additional responsibilities for technology facilitators and leaders” (p.101).
During this class, I gained knowledge of how performance-based assessment can be used to overcome the propensity some students have to underperform during assessments; with real-world, project-based learning and performance-based assessment, students avoid the stigma and pressure of testing while teachers benefit from a more accurate measurement of student learning. This will improve my future interaction with teachers and administrators as I lead the move to performance-based, authentic assessment, and will influence my future learning as I seek to discover better methods to implement performance-based assessment based on BD concepts.
Future learning experiences will also be impacted by my past collaborations with colleagues as I seek new learning opportunities in which I can demonstrate mastery through performance-based assessment rather than by traditional examination; my past interactions convinced me that performance-based assessment allows me to more accurately gauge my performance as a learner by assessing the quality of the overall product I create.
The lifelong learner in me will continue to question how I can best convince the appropriate education authorities (and my colleagues) to replace high-stakes testing and end-of-course exams with ongoing, project- and performance-based assessment including eportfolios. My hopes are buoyed by the importance that TEA has placed on the rollout of Project Share, as it is the first statewide eportfolio-based learning and assessment system for Texas.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.4.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.4 document.
Reflections on Embedded Assignments for EDLD 5366 Digital Graphics
During my EDLD 5366 Digital Graphics course, I learned advanced concepts in publishing, journalism, art as it applies to presentations and advertising, and particularly essential technical info on the difference between preparing a presentation for video as opposed to print formats. If I had to summarize my learning in this class in two words, I would say that I learned effective communication.
This course enabled me to master several essential ISTE Technology Facilitator (TF) Standards, starting with Standard TF-II which requires communicating research on the proper use of technology in the implementation of effective assessment and evaluation strategies; the communications skills I learned in Digital Graphics are essential enablers of this type of communication.
A key concept I learned regarding communication is that it involves listening at a critical level, not just hearing, in order to determine my effectiveness as a communicator and leader; Maxwell (2008) reminds us that “When we hear without really listening, our leadership is bound to suffer…” (p. 50). This need to listen critically was new information, and changed the way I listen and observe, as I previously thought of listening as just receiving input. I now realize that there is an art to listening, whether you are listening for the message encoded in written or verbal communication. This new information affected my personal experience during this class as I began to listen critically to my colleagues as well as to the messages embodied in course lectures and assignments.
My main assignment in Digital Graphics concerned the production of a four-page newsletter of professional quality; my approach was to design a newsletter entitled “The Wire”, crafted as a periodical that I might actually produce to keep teachers and staff informed regarding events and milestones in educational technology in La Vernia ISD. This approach led me to put significant thought into my logo and branding, and to produce articles that were of a higher journalistic quality than the assignment required. As a learner, I assess my performance as a great success, as my peers and colleagues were all impressed by the look, feel and content of my newsletter; they were excited when I expressed interest in employing this newsletter as a future online publication. My continuing tendency to produce class projects and products as having an actual application in the District always spurred me to do my best work, and was an excellent learning strategy.
Standard TF-III requires technology facilitators to model, design, and disseminate curriculum plans including methods and strategies for using technology to maximize learning. As Williamson and Redish (2009) note, “Once leaders create usable products to implement the plan, they must disseminate it to others and explain how to use it” (p. 66); Digital Graphics taught me key concepts essential to effectively disseminating campus and district plans, and communicating with all stakeholders regarding how to apply these plans. This helped me to learn, and that learning was reinforced by my interaction with colleagues in the discussion boards and especially through virtual reality as I experienced “Second Life”. Second Life is a virtual online world in which you are represented by a graphical avatar, an animated surrogate you manipulate to explore the world and interact with classmates and other Second Life users. My colleagues, professor and coaches in Second Life were instrumental in helping me learn how to create and manipulate objects using scripts and simple programming tools.
As a learner, Digital Graphics also helped me meet Standard TF- I, requiring me to demonstrate an advanced level of understanding of technology operations and technology concepts. Learning in-depth publishing and typesetting terms, skills and procedures helped me as a technology leader to master advanced technology concepts; Williamson and Redish (2009) state that “Facilitators are expected to have in-depth knowledge, whereas leaders are expected to have advanced knowledge” (p. 5). The advanced knowledge and skills I gained in examining how concepts are presented visually, especially in advertising, has forever altered the way I see advertisements and presentation as I am now keenly aware of proportion and the use of space.
My past experiences with colleagues, particularly as we interacted through our avatars in Second Life, changed the way I view graphics and learning; I now realize that graphics not only support learning, but that they can be used to actively teach concepts and convey large amounts of information in nonverbal ways. I am now a proponent of using video gaming and virtual reality for instruction, and will never see gaming in the same light.
I want to know more, as a lifelong learner, about ways in which I can lead my teachers in the use of virtual reality and video gaming as a tool for instruction. I plan to continue researching and learning about how tools such as Second Life are being used to revolutionize instruction and improve learning, and even have hopes of some day using a virtual-reality like telepresence model to augment online learning for our students.
References:
Maxwell, J. (2008). Leadership Gold: Lessons I’ve Learned from a Lifetime of Leading. Nashville, TN: Thomas Nelson, Inc.
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.5.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.5 document.
Reflections on Technology Facilitator Standard V: Productivity and Professional Practice
My first assigned reading during Week Three of my Lamar EDLD 5370 Internship class covered Technology Facilitator Standard TF-V, Productivity and Professional Practice. This standard describes how we as technology facilitators must apply technology in order to enhance and improve the personal productivity and professional practice of our teachers and administrators. Much of this was new information for me, as I always concentrated on helping teachers learn how to implement technology to improve instruction, but had not spent significant time helping teachers use productivity tools other than Microsoft Office, online grade books or management and analysis systems. I now understand that I have been missing the boat, and have not provided a vital component of support for my teachers that would facilitate the development of professional learning communities, potentially taking our schools to the next level.
Williamson and Redish (2009) highlight the importance of Standard TF-V for us as educational technology leaders as they note that “…technology plays a vital role in transforming schools into professional learning communities. Helping others to use technology to enhance productivity and professional practice establishes additional responsibilities for technology facilitators and leaders” (p.101).
As technology facilitators, we meet the first Performance Task, TF-V.A.1, as we identify technology resources and actively participate in professional development activities for our teachers, and also by participating in professional technology organizations that support ongoing professional growth connected to using technology. As I encountered this Performance Indicator during my field-based activities, I began trying to find innovative ways to fit professional development activities on personal productivity tools into everyday activities. A prime example is illustrated by the Tuesday Tech Tips I initiated during Leadership Team Meetings this school year; during each meeting (when my schedule allows) I demonstrate productivity tools such as Google Docs, Google Calendar and similar applications to principals and administrators, who in turn model the use of these tools for their faculty and staff. This activity served as a model for how I might conduct such training sessions for teachers, and made the experience of this Standard much more personal.
Performance Task TF-V.A.2 articulates our responsibility as technology leaders to disseminate information on our district-wide policies for providing opportunities for professional growth for all staff, faculty, and administrators. This Indicator is representative of an approach I used often during my field-based activities; as this is a task I regularly perform as Technology Director via our District website, at meetings including School Board Meetings, and at other venues; I simply documented my performance of this task on my Field-Based Activities Report during the course of my daily work.
My performance as a learner is represented in my attainment of Performance Task TF-V.C.2, which requires technology facilitators to assist their staff in locating, acquiring and integrating digital video and images, in various formats, for use in presentations, publications, and other products. I have been performing this activity for years, without knowledge of this standard, as I realized that these tasks are a part of my duty as Technology Director to support my staff; therefore, I learned these skills on my own. Supplemental learning through our Regional Education Service Center helped refine my skills and helped me verify that I was appropriately performing these tasks.
Performance Task TF-V.C.6 carried special significance for me; to meet standard on this indicator, technology facilitators must select appropriate tools and use them to communicate concepts, conduct research, and solve problems for an intended audience and to achieve an intended purpose. This Indicator highlights one of my prime motivating factors in attaining my Masters of Education, providing an opportunity to enhance my skills in this area which is essential to improving the ability of my teachers to meet the needs of learners. Williamson and Redish (2009) reinforce this concept by stating that “Schools, like all organizations, are experiencing the pressure to innovate more frequently. Technology has affected the way digital-age students learn, but schools have not fully responded to what these learners need” (p. 105). My interaction with colleagues and peers through the assignments, videoconferences and on the discussion boards really helped me hone my research abilities and increased my repertoire of technology tools appropriate to share information in various venues. This interaction also helped me fine-tune my use of these skills in daily practice as I completed my internship and field-based activities.
Performance Indicator TF-V.D states that we must use technology as we communicate and collaborate with our peers, parents, and the community at large in order to nurture student learning. As Williamson and Redish (2009) remind us, “In the current context, productivity tools are widely available, but underused. To improve this situation, technology facilitators and leaders must contextualize and model the use of productivity software…” (p. 109). I learn by doing, so applying the knowledge I gained from my degree program by immediately using it to communicate with others, modeling the use of appropriate technology tools in the process, helped me refine my skills and internalize the best means to employ technology to communicate and collaborate with my community. I will apply this strategy whenever possible in my future learning.
My past interactions with colleagues helped me meet Performance Task TF-V.D.3 as I participated in online collaborative curriculum projects and development activities, and designed team activities to create knowledge bases around specific topics. I will seek more involvement in these tasks in the future, enhancing my learning related to these issues, and forging a stronger bond with my teachers in the process.
As a lifelong learner, I continue to seek ways to provide appropriate facilitation to my teachers as I teach them to use new technology tools. It is often a fine line between telling someone that they should use a tool that is better, faster, or more appropriate, and implying that they have been doing things incorrectly. I have learned that leading someone down a new path is an art, and I continue to question how to best provide new resources and methodologies in a positive manner without accidentally implying that their previous practices were wrong. This is an area in which I hope to continue to improve, with the assistance and support of my leaders.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.6.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.6 document.
Reflections on Technology Facilitator Standard VI: Social, Ethical, Legal, and Human Issues
The second assigned reading during Week Three of my Lamar EDLD 5370 Internship class covered Technology Facilitator Standard TF-VI: Social, Legal and Human Issues. This Standard embodies ways that technology facilitators demonstrate their understanding of the social, ethical, legal, and human issues that surround the use of technology in schools as they assist their teachers in applying that understanding in their daily practice. This reading clearly demonstrates the need for technology leaders to innovate in unfamiliar situations, and offer guidance to their colleagues. The importance of innovating as we lead is supported by Williamson and Redish (2009) as they point out that sometimes “…technology uses will evoke new types of situations, and technologists will operate in areas lacking clear guidelines. In these cases, technology facilitators must forge new ground” (p. 123). This Standard is one in which I have had extensive practice as Director of Technology, both in the creation and implementation of policies and procedures, and in the enforcement of these standards.
I learned that Performance Indicator TF-VI.A, which requires technology facilitators to model and teach legal and ethical practices as related to the use of technology, embodies a Performance Task, TF-VI.A.2 calling for me to assist others in summarizing copyright laws related to the use of images, music, video, and digital resources in various formats. This knowledge was new to me; while I have always supported my librarians as they perform this task, I generally saw this as a task under their domain and just facilitated them as a resource as they presented this information to their staff. I will now adjust my strategies and provide more of this information in the future, in addition to including it in polices as I have traditionally done.
Performance Indicator TF-VI.B dictates that technology facilitators must apply technology resources that can enable and empower learners with various and diverse backgrounds, characteristics, and abilities. During the course of my field-based internship activities, I selected an internship project closely aligned to Performance Task TF-VI.B.2, calling for me as Technology Director to identify and recommend appropriate adaptive and assistive hardware and software tools for students and teachers with special needs, assisting in the procurement and implementation of these tools. My internship project deals with using virtualization to increase the availability of and access to software and applications supporting differentiation for students with special needs, combining my old and new knowledge as I assist my Director of Special Education in implementing transformative technologies for students with special needs. This project correlates with the observations of Williamson and Redish (2009), who state that “Simply providing students with access to hardware does not correlate with meaningful technology integration in instruction” (p. 126); we are trying to create a new paradigm for the level of integration of technology for students with special needs.
While implementing these Standards during my field-based internship activities, I concentrated on finding new ways to meet Performance Task TF-VI.A.1, calling for me to develop strategies and provide training related to the teaching of social, ethical, and legal issues, and the responsible use of technology. I began to highlight the importance of protecting student information, and the teaching of ethical and responsible use of technology, at every opportunity including Leadership Team and School Board Meetings. This approach has served me well, and was timely, as protecting the privacy of student information is essential to us as educators; Williamson and Redish (2009) point out that “…educators and the general public have newer concerns about protecting students’ privacy and security in the online environment – both in and out of school” (p. 128). I receive calls from parents questioning the safety of student data every few weeks, and it is clear this issue is of growing concern in our society.
My performance in implementing the Standards and Indicators during my field-based activities was on-target in many areas, particularly those related to Performance Task TF-VI.D.1 relating to assisting teachers in selecting and applying appropriate technology resources in order to promote the safe and healthy use of technology. I spent significant time and research on upgrading both our content filtering and firewalling systems and software, and teaching staff how to use it effectively, ensuring the maximum possible protection for our students while still allowing access to needed resources and technology tools. Our new tools put a premium on promoting safe access to multimedia Web-based resources including sites such as YouTube and PodBean.
My interaction with colleagues through the discussion boards and assignments really increased my learning, particularly during my Web Design and Development class as we discussed necessary changes to policies required to support student access to interactive Web 2.0 social media and publishing tools. Discussion board and workgroup experience helped me learn what concerns teachers had, and what access students needed, in order to develop appropriate skills and strategies.
My future learning regarding the implementation of these standards will be marked by ongoing explorations into ways to meet Performance Task TF-VI.E.1 as I undertake research to determine the most effective strategies for achieving equitable access to technology resources for all my students and teachers. I am concerned that all our students, regardless of demographics or socio-economic status, have equitable access to all the benefits offered by the proper implementation of instructional technology.
My past interactions with colleagues and collaborators throughout this course will continue to impact my future learning as I seek new ways to differentiate instruction through the use of multimedia. I learned in multiple courses how important multimedia is to addressing the various student learning styles, and I am determined to undertake action research to find novel methods for increasing the presence of multimedia learning resources in the classroom.
As a lifelong learner, the human aspects of instructional technology, particularly regarding predisposed attitudes, will continue to challenge me. In our community, there is still a strong opposition to the use of smart phones in the classroom as instructional tools, based on the mistaken belief that these devices encourage cheating, waste time and even encourage inappropriate use of technology. I will use action research in my ongoing attempt to present convincing, concrete evidence of the potential benefit of these devices in education, but I remain challenged by opponents, both staff and community members, who doggedly refute any evidence based on their rigid belief that “our kids are different”.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Click on the above file link to view the original Word version of the Lamar EDLD 5370 Week 3 Assignment Document for Allen David Bordelon ET8012 Cohort 5 as submitted on October 24, 2010.
Week 3 Assignment 3.1 - Click here to view my blog posting on the Week 3 Videoconference.
Week 3 Assignment 3.2 - Click here to view my Comprehensive Exam Week 3 Assignment wiki page.
Week 3 Assignment 3.3.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.3 document.
Reflections on Embedded Assignments for EDLD 5368 Instructional Design
EDLD 5368 Instructional Design was a class I had been anticipating; learning more about how to design instruction enables me to better support instruction in my District as the Director of Technology. I gained practical, hands-on experience with Schoology, a Learning Management System (LMS), and came to understand the importance of Backwards Design (BD) concepts in which you design instruction with assessment in mind. The knowledge and experience I gained with developing performance-based assessment including problem-solving scenarios, learner-centered, project-based lessons and electronic portfolio (eportfolio) based assignments will prove invaluable to my future as an instructional leader.
I had never designed a curriculum plan, so the coursework in EDLD 5368 helped me to meet ISTE Technology Facilitator (TF) Standard III as I designed and disseminated a curriculum plan including methods and strategies for applying technology to maximize learning. This hands-on experience will be invaluable to future school improvement efforts, as Williamson and Redish (2009) state that “In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that they are accustomed to outside of school” (p.57). My new learning challenged my previous knowledge; by nature, I would have designed the instruction first and then designed an assessment, but BD concepts helped me to understand that only by designing the assessment first can I be sure that I am covering all the essential elements of a concept.
My learning in this course helped me practice methods to meet ISTE Standard TF-IV as I used technology to develop an effective strategy for assessing and evaluating student achievement in the online course I developed. Williamson and Redish (2009) remind us of the importance of this standard because “In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation…” (p. 77). This affected my performance during my field-based activities as I placed extra emphasis on implementing tools such as TEA’s eportfolio-based Project Share that can help my teachers focus on developing performance-based assessment.
My approach, and the strategies I used while completing the assignment, were to produce a Schoology lesson that I felt was of sufficient rigor, quality and scope that I could use it as an introduction to LMS and BD concepts for my teachers. I believe, based on feedback received from my colleagues, that I succeeded in producing a lesson that can help teachers learn about the benefits of eportfolios and project-based learning and assessment. As a learner, I discovered that my approach of producing a “real” project, ready for use in my District, led me to take the project more seriously and spend more time on the details, so I followed this approach during subsequent classes with excellent results.
This course assisted me in mastering Standard TF-V as I designed, developed and evaluated the model products I created using Web 2.0 tools and technology resources during the assignment. My interaction with colleagues through the discussion board and web conferences really helped me identify and utilize the best types of assessments and best approaches for instructing and assessing learners with diverse needs and learning styles. This experience will prove essential as I continue to model these tools and techniques for my teachers, improving their professional practice. Williamson and Redish (2009) highlight the importance of Standard TF-V as they note that “Helping others to use technology to enhance productivity and professional practice establishes additional responsibilities for technology facilitators and leaders” (p.101).
During this class, I gained knowledge of how performance-based assessment can be used to overcome the propensity some students have to underperform during assessments; with real-world, project-based learning and performance-based assessment, students avoid the stigma and pressure of testing while teachers benefit from a more accurate measurement of student learning. This will improve my future interaction with teachers and administrators as I lead the move to performance-based, authentic assessment, and will influence my future learning as I seek to discover better methods to implement performance-based assessment based on BD concepts.
Future learning experiences will also be impacted by my past collaborations with colleagues as I seek new learning opportunities in which I can demonstrate mastery through performance-based assessment rather than by traditional examination; my past interactions convinced me that performance-based assessment allows me to more accurately gauge my performance as a learner by assessing the quality of the overall product I create.
The lifelong learner in me will continue to question how I can best convince the appropriate education authorities (and my colleagues) to replace high-stakes testing and end-of-course exams with ongoing, project- and performance-based assessment including eportfolios. My hopes are buoyed by the importance that TEA has placed on the rollout of Project Share, as it is the first statewide eportfolio-based learning and assessment system for Texas.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.4.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.4 document.
Reflections on Embedded Assignments for EDLD 5366 Digital Graphics
During my EDLD 5366 Digital Graphics course, I learned advanced concepts in publishing, journalism, art as it applies to presentations and advertising, and particularly essential technical info on the difference between preparing a presentation for video as opposed to print formats. If I had to summarize my learning in this class in two words, I would say that I learned effective communication.
This course enabled me to master several essential ISTE Technology Facilitator (TF) Standards, starting with Standard TF-II which requires communicating research on the proper use of technology in the implementation of effective assessment and evaluation strategies; the communications skills I learned in Digital Graphics are essential enablers of this type of communication.
A key concept I learned regarding communication is that it involves listening at a critical level, not just hearing, in order to determine my effectiveness as a communicator and leader; Maxwell (2008) reminds us that “When we hear without really listening, our leadership is bound to suffer…” (p. 50). This need to listen critically was new information, and changed the way I listen and observe, as I previously thought of listening as just receiving input. I now realize that there is an art to listening, whether you are listening for the message encoded in written or verbal communication. This new information affected my personal experience during this class as I began to listen critically to my colleagues as well as to the messages embodied in course lectures and assignments.
My main assignment in Digital Graphics concerned the production of a four-page newsletter of professional quality; my approach was to design a newsletter entitled “The Wire”, crafted as a periodical that I might actually produce to keep teachers and staff informed regarding events and milestones in educational technology in La Vernia ISD. This approach led me to put significant thought into my logo and branding, and to produce articles that were of a higher journalistic quality than the assignment required. As a learner, I assess my performance as a great success, as my peers and colleagues were all impressed by the look, feel and content of my newsletter; they were excited when I expressed interest in employing this newsletter as a future online publication. My continuing tendency to produce class projects and products as having an actual application in the District always spurred me to do my best work, and was an excellent learning strategy.
Standard TF-III requires technology facilitators to model, design, and disseminate curriculum plans including methods and strategies for using technology to maximize learning. As Williamson and Redish (2009) note, “Once leaders create usable products to implement the plan, they must disseminate it to others and explain how to use it” (p. 66); Digital Graphics taught me key concepts essential to effectively disseminating campus and district plans, and communicating with all stakeholders regarding how to apply these plans. This helped me to learn, and that learning was reinforced by my interaction with colleagues in the discussion boards and especially through virtual reality as I experienced “Second Life”. Second Life is a virtual online world in which you are represented by a graphical avatar, an animated surrogate you manipulate to explore the world and interact with classmates and other Second Life users. My colleagues, professor and coaches in Second Life were instrumental in helping me learn how to create and manipulate objects using scripts and simple programming tools.
As a learner, Digital Graphics also helped me meet Standard TF- I, requiring me to demonstrate an advanced level of understanding of technology operations and technology concepts. Learning in-depth publishing and typesetting terms, skills and procedures helped me as a technology leader to master advanced technology concepts; Williamson and Redish (2009) state that “Facilitators are expected to have in-depth knowledge, whereas leaders are expected to have advanced knowledge” (p. 5). The advanced knowledge and skills I gained in examining how concepts are presented visually, especially in advertising, has forever altered the way I see advertisements and presentation as I am now keenly aware of proportion and the use of space.
My past experiences with colleagues, particularly as we interacted through our avatars in Second Life, changed the way I view graphics and learning; I now realize that graphics not only support learning, but that they can be used to actively teach concepts and convey large amounts of information in nonverbal ways. I am now a proponent of using video gaming and virtual reality for instruction, and will never see gaming in the same light.
I want to know more, as a lifelong learner, about ways in which I can lead my teachers in the use of virtual reality and video gaming as a tool for instruction. I plan to continue researching and learning about how tools such as Second Life are being used to revolutionize instruction and improve learning, and even have hopes of some day using a virtual-reality like telepresence model to augment online learning for our students.
References:
Maxwell, J. (2008). Leadership Gold: Lessons I’ve Learned from a Lifetime of Leading. Nashville, TN: Thomas Nelson, Inc.
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.5.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.5 document.
Reflections on Technology Facilitator Standard V: Productivity and Professional Practice
My first assigned reading during Week Three of my Lamar EDLD 5370 Internship class covered Technology Facilitator Standard TF-V, Productivity and Professional Practice. This standard describes how we as technology facilitators must apply technology in order to enhance and improve the personal productivity and professional practice of our teachers and administrators. Much of this was new information for me, as I always concentrated on helping teachers learn how to implement technology to improve instruction, but had not spent significant time helping teachers use productivity tools other than Microsoft Office, online grade books or management and analysis systems. I now understand that I have been missing the boat, and have not provided a vital component of support for my teachers that would facilitate the development of professional learning communities, potentially taking our schools to the next level.
Williamson and Redish (2009) highlight the importance of Standard TF-V for us as educational technology leaders as they note that “…technology plays a vital role in transforming schools into professional learning communities. Helping others to use technology to enhance productivity and professional practice establishes additional responsibilities for technology facilitators and leaders” (p.101).
As technology facilitators, we meet the first Performance Task, TF-V.A.1, as we identify technology resources and actively participate in professional development activities for our teachers, and also by participating in professional technology organizations that support ongoing professional growth connected to using technology. As I encountered this Performance Indicator during my field-based activities, I began trying to find innovative ways to fit professional development activities on personal productivity tools into everyday activities. A prime example is illustrated by the Tuesday Tech Tips I initiated during Leadership Team Meetings this school year; during each meeting (when my schedule allows) I demonstrate productivity tools such as Google Docs, Google Calendar and similar applications to principals and administrators, who in turn model the use of these tools for their faculty and staff. This activity served as a model for how I might conduct such training sessions for teachers, and made the experience of this Standard much more personal.
Performance Task TF-V.A.2 articulates our responsibility as technology leaders to disseminate information on our district-wide policies for providing opportunities for professional growth for all staff, faculty, and administrators. This Indicator is representative of an approach I used often during my field-based activities; as this is a task I regularly perform as Technology Director via our District website, at meetings including School Board Meetings, and at other venues; I simply documented my performance of this task on my Field-Based Activities Report during the course of my daily work.
My performance as a learner is represented in my attainment of Performance Task TF-V.C.2, which requires technology facilitators to assist their staff in locating, acquiring and integrating digital video and images, in various formats, for use in presentations, publications, and other products. I have been performing this activity for years, without knowledge of this standard, as I realized that these tasks are a part of my duty as Technology Director to support my staff; therefore, I learned these skills on my own. Supplemental learning through our Regional Education Service Center helped refine my skills and helped me verify that I was appropriately performing these tasks.
Performance Task TF-V.C.6 carried special significance for me; to meet standard on this indicator, technology facilitators must select appropriate tools and use them to communicate concepts, conduct research, and solve problems for an intended audience and to achieve an intended purpose. This Indicator highlights one of my prime motivating factors in attaining my Masters of Education, providing an opportunity to enhance my skills in this area which is essential to improving the ability of my teachers to meet the needs of learners. Williamson and Redish (2009) reinforce this concept by stating that “Schools, like all organizations, are experiencing the pressure to innovate more frequently. Technology has affected the way digital-age students learn, but schools have not fully responded to what these learners need” (p. 105). My interaction with colleagues and peers through the assignments, videoconferences and on the discussion boards really helped me hone my research abilities and increased my repertoire of technology tools appropriate to share information in various venues. This interaction also helped me fine-tune my use of these skills in daily practice as I completed my internship and field-based activities.
Performance Indicator TF-V.D states that we must use technology as we communicate and collaborate with our peers, parents, and the community at large in order to nurture student learning. As Williamson and Redish (2009) remind us, “In the current context, productivity tools are widely available, but underused. To improve this situation, technology facilitators and leaders must contextualize and model the use of productivity software…” (p. 109). I learn by doing, so applying the knowledge I gained from my degree program by immediately using it to communicate with others, modeling the use of appropriate technology tools in the process, helped me refine my skills and internalize the best means to employ technology to communicate and collaborate with my community. I will apply this strategy whenever possible in my future learning.
My past interactions with colleagues helped me meet Performance Task TF-V.D.3 as I participated in online collaborative curriculum projects and development activities, and designed team activities to create knowledge bases around specific topics. I will seek more involvement in these tasks in the future, enhancing my learning related to these issues, and forging a stronger bond with my teachers in the process.
As a lifelong learner, I continue to seek ways to provide appropriate facilitation to my teachers as I teach them to use new technology tools. It is often a fine line between telling someone that they should use a tool that is better, faster, or more appropriate, and implying that they have been doing things incorrectly. I have learned that leading someone down a new path is an art, and I continue to question how to best provide new resources and methodologies in a positive manner without accidentally implying that their previous practices were wrong. This is an area in which I hope to continue to improve, with the assistance and support of my leaders.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.
Week 3 Assignment 3.6.doc
Click on the above file link to view my original Word version of the APA-formatted Assignment 3.6 document.
Reflections on Technology Facilitator Standard VI: Social, Ethical, Legal, and Human Issues
The second assigned reading during Week Three of my Lamar EDLD 5370 Internship class covered Technology Facilitator Standard TF-VI: Social, Legal and Human Issues. This Standard embodies ways that technology facilitators demonstrate their understanding of the social, ethical, legal, and human issues that surround the use of technology in schools as they assist their teachers in applying that understanding in their daily practice. This reading clearly demonstrates the need for technology leaders to innovate in unfamiliar situations, and offer guidance to their colleagues. The importance of innovating as we lead is supported by Williamson and Redish (2009) as they point out that sometimes “…technology uses will evoke new types of situations, and technologists will operate in areas lacking clear guidelines. In these cases, technology facilitators must forge new ground” (p. 123). This Standard is one in which I have had extensive practice as Director of Technology, both in the creation and implementation of policies and procedures, and in the enforcement of these standards.
I learned that Performance Indicator TF-VI.A, which requires technology facilitators to model and teach legal and ethical practices as related to the use of technology, embodies a Performance Task, TF-VI.A.2 calling for me to assist others in summarizing copyright laws related to the use of images, music, video, and digital resources in various formats. This knowledge was new to me; while I have always supported my librarians as they perform this task, I generally saw this as a task under their domain and just facilitated them as a resource as they presented this information to their staff. I will now adjust my strategies and provide more of this information in the future, in addition to including it in polices as I have traditionally done.
Performance Indicator TF-VI.B dictates that technology facilitators must apply technology resources that can enable and empower learners with various and diverse backgrounds, characteristics, and abilities. During the course of my field-based internship activities, I selected an internship project closely aligned to Performance Task TF-VI.B.2, calling for me as Technology Director to identify and recommend appropriate adaptive and assistive hardware and software tools for students and teachers with special needs, assisting in the procurement and implementation of these tools. My internship project deals with using virtualization to increase the availability of and access to software and applications supporting differentiation for students with special needs, combining my old and new knowledge as I assist my Director of Special Education in implementing transformative technologies for students with special needs. This project correlates with the observations of Williamson and Redish (2009), who state that “Simply providing students with access to hardware does not correlate with meaningful technology integration in instruction” (p. 126); we are trying to create a new paradigm for the level of integration of technology for students with special needs.
While implementing these Standards during my field-based internship activities, I concentrated on finding new ways to meet Performance Task TF-VI.A.1, calling for me to develop strategies and provide training related to the teaching of social, ethical, and legal issues, and the responsible use of technology. I began to highlight the importance of protecting student information, and the teaching of ethical and responsible use of technology, at every opportunity including Leadership Team and School Board Meetings. This approach has served me well, and was timely, as protecting the privacy of student information is essential to us as educators; Williamson and Redish (2009) point out that “…educators and the general public have newer concerns about protecting students’ privacy and security in the online environment – both in and out of school” (p. 128). I receive calls from parents questioning the safety of student data every few weeks, and it is clear this issue is of growing concern in our society.
My performance in implementing the Standards and Indicators during my field-based activities was on-target in many areas, particularly those related to Performance Task TF-VI.D.1 relating to assisting teachers in selecting and applying appropriate technology resources in order to promote the safe and healthy use of technology. I spent significant time and research on upgrading both our content filtering and firewalling systems and software, and teaching staff how to use it effectively, ensuring the maximum possible protection for our students while still allowing access to needed resources and technology tools. Our new tools put a premium on promoting safe access to multimedia Web-based resources including sites such as YouTube and PodBean.
My interaction with colleagues through the discussion boards and assignments really increased my learning, particularly during my Web Design and Development class as we discussed necessary changes to policies required to support student access to interactive Web 2.0 social media and publishing tools. Discussion board and workgroup experience helped me learn what concerns teachers had, and what access students needed, in order to develop appropriate skills and strategies.
My future learning regarding the implementation of these standards will be marked by ongoing explorations into ways to meet Performance Task TF-VI.E.1 as I undertake research to determine the most effective strategies for achieving equitable access to technology resources for all my students and teachers. I am concerned that all our students, regardless of demographics or socio-economic status, have equitable access to all the benefits offered by the proper implementation of instructional technology.
My past interactions with colleagues and collaborators throughout this course will continue to impact my future learning as I seek new ways to differentiate instruction through the use of multimedia. I learned in multiple courses how important multimedia is to addressing the various student learning styles, and I am determined to undertake action research to find novel methods for increasing the presence of multimedia learning resources in the classroom.
As a lifelong learner, the human aspects of instructional technology, particularly regarding predisposed attitudes, will continue to challenge me. In our community, there is still a strong opposition to the use of smart phones in the classroom as instructional tools, based on the mistaken belief that these devices encourage cheating, waste time and even encourage inappropriate use of technology. I will use action research in my ongoing attempt to present convincing, concrete evidence of the potential benefit of these devices in education, but I remain challenged by opponents, both staff and community members, who doggedly refute any evidence based on their rigid belief that “our kids are different”.
References:
Williamson, J. & Redish, T. (2009). Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able To Do. Eugene, OR: International Society for Technology in Education.